During the past 80 years, similar descriptions of a hyperactive behavior pattern in children have appeared in medical, educational, and psychological literature. Hyperactivity has been conceptualized as a character disorder, an organic disorder, and, most recently, as a behavior disorder. In this study, hyperactivity was explained in interactional terms, using Rotter's social learning theory of personality. Little consideration has been given in research to the influence of an abnormally high activity level upon personality development during childhood. The purpose of this study was to investigate the general influence of negative interactions associated with hyperactivity upon the organization of four personality constructs: locus of control, self-esteem, trait anxiety, and state anxiety.

The purpose of this thesis was to thoroughly develop probability objectives to be used by a fifth grade teacher. These probability objectives were developed in four main units. The focus of the first unit was probability vocabulary. The second unit explored the concept of fairness as determined by the probability of winning a game. The third unit's purpose was to determine sample space using tree diagrams, lists, and the Counting Principle. Unit four was designed to help the student write theoretical and experimental probability as fractions, decimals, and percentages. Each unit was written to include detailed descriptions, definitions, and probability activities that can be used in a fifth grade classroom.

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This study attempted to investigate and describe the implementation and evaluation of meta-cognitive reading comprehension strategies taught in the context of the Success For All Reading Wings program. Five teachers of fourth and fifth grade classrooms, with limited experience in a Success For All Reading Wings program at a Northern California elementary school, were sampled on a Literacy Orientation Survey (LOS), a survey of their beliefs and practices in their teaching of reading, individually interviewed about reading instruction and practices, and observed instructing students in reading comprehension using two reading strategies: clarification and summarization. The findings of the study revealed that teaching style, beliefs and practices are determined through the Literacy Orientation Survey (LOS), as well as through teacher interviews and classroom observations. Direct instruction, modeling, cooperative learning, and reciprocal teaching were used. Students were observed using meta-cognitive reading strategies, particularly clarification and summarization. Also, students improved during the ten week study in the quality of their discussions of expository text, used more questions at a higher critical level of thinking, based on Bloom's taxonomy, and achieved higher comprehension test scores on reading selections as determined by district norm-referenced tests. Implications for teaching and research are presented.

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The purpose of this study is to offer some proof toward helping to determine the effect of departmentalization on achievement and social adjustment of fifth-grade pupils, and to determine the best possible means by which pupils in the fifth grade may become well-rounded, socially adjusted individuals, capable of self-expression, independent thinking, and proper attitudes.

The purpose of the study is to make a comparison of the achievement and personality traits of a selected group of pupils to determine differences and relationships existing between these important factors, and to study their significance for the classroom teacher.